Presentation on theme: "What does it mean?. Currently, standards vary from state to state. CCSS will help ensure consistent quality in education no matter your zip code. By 2014,"— Presentation transcript:
Currently, standards vary from state to state. CCSS will help ensure consistent quality in education no matter your zip code. By 2014, 64% of new jobs will require postsecondary training. About $1.4 billion per year is spent on remedial education for college students.
A historic, bipartisan state-led effort by the National Governors Assoc and the Council of Chief State School Officers along with education groups, such as ACT, College Board (SAT), and Achieve. Consistent English language arts and math standards for kindergarten through twelfth grades voluntarily adopted by states. CCSS are relevant to the real world and reflective of knowledge and skills needed in college and career.
National PTA adopted a position statement Supporting clear, high standards in 1981. PTA is the leading voice speaking on behalf of parents. PTAs have the ability to be the vehicle of information as Ohio begins the implementation Stage of CCSSI.
English language arts consists of four strands: Reading Writing Speaking and Listening Language Each strand is further broken down to specific standards. Separate standards are included for reading and writing in history/social studies, science, and technical subjects.
Reading Standards for Literature Reading Standards for Informational Text Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Grades 11-12: Evaluate various explanations for characters actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. From Achieve.org Understanding the CCSSI, June 2010
Grade-Level Standards K-8 grade-by-grade standards organized by domain with a concentration in geometry and algebra in 7 th and 8 th grades. 9-12 high school standards organized by conceptual categories- Number and Quantity, Algebra, Functions, Modeling, Geometry, Statistics and Probability.
Ohios Current StandardsCCSSI Number sense 13 standardsNumber sense 8 standards Data and Probability 4 standardsStatistics and Probability 5 standards Geometry 8 standardsGeometry 4 standards Algebraic Thinking 6 standardsEquations 9 standards Measurement 7 standardsRatios 3 standards There are far too many standards and important content is not distinguished, so the standards are unfocused and seem haphazard. The most crucial failing of these standards is in the inadequate development of arithmetic and the failure to make it a priority. THOMAS B. FORDHAM INSTITUTE THE STATE OF STATE STANDARDSAND THE COMMON CORE June 2010
How teachers should teach. All that can or should be taught. The nature of advanced work beyond the core. The interventions needed for students well below grade level. The full range of support for English language learners and students with special needs. Everything needed to be college and career ready.
Model Curriculums will be presented to the State Board of Education in March 2011. Provide teachers with professional development regarding implementation of CCSS. Ohio may join other states to create assessments aligned to the new standards. Ohio PTA reaches out to help parents work with their school districts while the standards are implemented.
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.
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